Dear Dr. Cavedo

Lindsay Cooper

4/29/18

English II

Dear Dr., Cavedo, There are so many prodigious poems, songs, and dramas throughout the literary community today, yet there are very few that I would consider to be appropriate and necessary to include in the anthology being put together. The literary pieces that should be counted in this collection are each distinct works that stand out among the rest. If encompassed into one collection, it would create a compendium unlike any other. There are seven literary pieces that should be included in this anthology: “Fences”, “Stopping by Woods on a Snowy Evening”, “To the Virgins, to Make Much of Time”, “Aunt Jennifer’s Tigers”, “Theme for English B”, “Dulce Et Decorum Est”, and “There Goes My Life.” A drama is

The storyteller lectures a cluster of juvenile single girls. Through the view of an elder and astute figure, the storyteller advises these women on their life. “That age is best which is the first, / When youth and blood are warmer; / But being spent, the worse, and worst / Times still succeed the former.” (lines 9-12). The speaker concentrates on the briefness of a lifetime, but the speaker’s boldness is not exuded using wistfulness, worry or pessimism. In its place, the storyteller gives the impression of optimism sanguinity and even friskiness. “Gather ye rosebuds while ye may, / Old Time is still a-flying; / And this same flower that smiles today, / Tomorrow will be dying.” (Lines 1-4). The narrator uses a flower to exemplify the truth in that natural life is fleeting and temporary and though the floret may beam today, it will perish tomorrow. The poem discusses the certainty of death, but the speaker's point of view is heartening. It recognizes that life is brief and inspires the audience to live a life containing as much as humanly

To complete an English writing project, the narrator defines himself, giving the teacher his truth. He expresses his linking to Harlem and recounts the things that he enjoys. He recognizes that his truth may not be the identical truth for his instructor, and it could feasibly be for the reason of color. “Nor do I often want to be a part of you. / But we are, that true! / As I learn from you, / I guess you learn from me- / Although you’re older – and white- / and somewhat more free. (Lines 35-40). Going deeper, the narrator grasps that after he turns the assignment in, it would then become a part of his teacher. They are both common in that they are both American and in a way are parts of one another, regardless if either men like it or not. However, despite the major divisions separating mankind, the storyteller has confidence that they can still acquire knowledge from each other. He believes that what hold men together is a truth for both even though race, money, and lifestyle